Education Sector Strategic Plan 2004-2015 - Planipolis

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Work Plan 2004/5-2006/7: NCDC Intervention Activities Manager Completion date 2.1.3. Use pre-Primary programs and other measures to prepare children for intellectual requirements of primary school. 2.1.3.8 Provide instructional materials for pre-reading and other readiness skills to P.1 Survey and consult with relevant stakeholders in the pre-primary sector for provision of pre-learning and play materials. Plan, design, prepare and produce Business and Technical Education related instructional materials for the acquisition of pre-reading skills. Design, organise and carry out stakeholder sensitisation on Business/ Technical pre-reading instructional materials and orientation of pre-school instructors on the use of the materials. Monitor the use of materials. 2.2 Post-primary students to enter the workforce and higher education 2.2.1 Give highest priority to competencies with broad application (for the workforce and higher educaiton) 2.2.1.1 Provide a curriculum for all post-primary students that focuses on these competences - see also under sub-objective 1.2 2.2.1.1 (b) Revise general secondary curricula and instruction to emphasize critical thinking, problemsolving, science ana 2.2.1.4 Construct, equip and manage laboratories and libraries in S1-S4 schools and workshops in BTVET centres Carry out situational analysis on desired competencies with broad application in Uganda's context. Evaluate existing curricula on their capacity to deliver competencies with broad application and engendering a wealth creation ethic and effective environment management practices through emphasis on critical thinking, problem-solving, mathematics and science/technology skills. Carry oul identified curriculum development actions as under sub-objective 1.2, strategies 1.2.1 and 1 22.Develop, prepare and produce teachers' guides on all the syllabuses reviewed or adopted for the post-primary programmes.Develop and write manuals for the teaching of Local and foreign languages and Literature at post-primary. Design and conduct effective curriculum innovation trials on all new curriculum specifications and follow up periodical formative evaluation interventions. Develop new curricula and work with secondary and TDMS to make the curricula accessible to teachers and materials"; "Design and implement a participatory monitoring and evaluation system Carry out regular surveys of laboratories in schools and colleges to identify resources that can be repaired/rehabilitated by STEPU at NCDC.Survey the workshops and laboratories in BTVET centres to identify the 'needs for tools, equipment, machinery and training. Procure raw materials s and spares for use in the maintenance/repairs of laboratory facilities and apparatus carried out by materials and produce science and technology equipment for schools, pre-learning and play materials. Organise and carry out repairs, maintenance servicing and rehabilitations services of laboratory resources in schools and colleges.Design and conduct orientation training activities for technicians and librarians on management of labs, libraries, workshops for instruction. Train laboratory technicians and science teachers in handling, care and repair of laboratory equipment and apparatus NCDC NCDC NCDC, Secondary BTVET and Teacher Education. NCDC and Teacher Education Dec-05 Throughout 04-06 Throughout 04-06 2004-07
Work Plan 2004/5200617: NCDC Intervention Activities Manager Completion date 2.2.1.5 Continuously assess Investigate refinements in learner assessment techniques relevant to revised curriculum NCDC NCDC, Dec. 2005 student performance formulations that are responsive to:Modular course orientations; Gender considerations; Special UNEB, SNE and Needs Education (SNE); and; Flexibility of choices in PPET and the UVQF and; Sound environment Teacher Education as management practices. Carry out consultations to promote the adoption of the modifications in assessment of learning. partners. 2.2.2 Strengthen and motivate the post-primary teaching force z.2.2s nationalise National Teachers' College and improve the facilities, curriculum, instruction, staffing and management of those that 2.2.2.4 Deploy qualified trainers and craftsmen to BTVET centres Harmonise revised programs and curricula for PPET with the curricula for Teacher-Education at NTCs and Schools of Education. Design and conduct orientation training activities for technicians in charge of workshops and learning resources for BTVET on better promotion of learning efficiency. 2.3 Tertiary graduates prepared to be innovative, creative and entrepreneurial in the private and public sectors. 2.3.1 Reform and improve curricula and instruction in priority disciplines 2.3.1.2 Improve quality of Carry out baseline surveys to identify priority of disciplines capable of delivering innovativeness, instruction at training creativity and entrepreneurship for improved capacity in wealth creation (poverty reduction). institutions (Agriculture, Health, etc) Design and carry out curriculum review interventions as under sub-objective 2.2. 2.3.1.3 Give highest priority to Maths, Science and Technology 2.3.1.4 Give highest priority to Maths, Science and Technology NCDC as Lead Throughout 2006 Agency. Teacher Education as main partner. Higher Education as NCDC NCDC as Lead Agency. BTVET as partner. NCDC as Lead Agency. BTVET 2004-2006 I mplement innovative methods of learning e.g E-learning 2005 - 2007 Review curricula for PPET programs based on Maths, Science and Technology.Harmonise PPET curricula based on Maths, Science and Technology with Teacher-Education programs.Formulate guidelines on the major aims for all Uganda's educational programs based on Maths, Science and Technology for PPET.Devise, organise and implement projects, innovations, programs, activities and interactions for advocacy for, and the promotion of, Maths, Science Technology, education in Maths, Science and Technology, cooperation, networking and research in Maths, Science and Technology Education. Organise, maintain and conduct a program for refresher training of qualified technicians and craftsmen in the laboratories and workshops of schools and colleges on proper maintenance of instructional facilities, tools and apparatus in laboratories and workshops. Review curricula for PPET programs based on Maths, Science and Technology. Harmonise PPET curricula based on Maths, Science and Technology with Teacher-Education programs. NCDC 2005-07 NCDC as Lead Agency BTVET and Teacher- Education as partners. 2006
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Ministry of Education and Sports Ed
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Final ESSP Sub-objective 2.2: Post-
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Final ESSP cohorts reaching age six
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Final ESSP In 2002 the Ministry’s
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2.0 POLICY OBJECTIVES Final ESSP Po
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Final ESSP primary, and tertiary, o
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Final ESSP The modern workforce, to
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3.0 STRATEGIES TO REACH THE OBJECTI
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(b) Reconfigure the post-primary su
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Final ESSP mobility of students amo
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Final ESSP (vii) Such pupils need i
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Final ESSP Like the curriculum revi
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3.1.3 Objective 3: An effective and
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Final ESSP horizon (such as agricul
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4.0 IMPLEMENTING THE ESSP Final ESS
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Final ESSP In order to accommodate
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5.2 Financing Final ESSP The Long-T
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Annexes Annex 1A: Guidelines for ad
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Annex 1B: Tables and figures cited
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Annexes Annex IA: Guidelines for ad
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Annex 1 B: Tables and figures cited
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IeI
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ANNEXES TABLES i ND FIGURES ON COST
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Secondary Recurrent Expenditures Wa
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TOTAL COST TO HOUSEHOLDS AND OTHER
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(b) Repeater rates are from EMIS an
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(c) The number of students matricul
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6.0 Technical Notes to the Model (a
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Dropout Rates Enrollment Details Ma
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With Real Growth in Salaries of 3.5
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ACADEMIC SECONDARY ESTIMATES OF ENR
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Education Sector Strategic Plan 2004-2015 - Planipolis

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